This study explores elementary-school-based speech-language pathologists’ (SLPs) perspectives about implementing literacy. Though the American Speech-Language-Hearing Association (ASHA) standards specify literacy is within their scope of practice, many school-based SLPs may not be addressing reading and writing competencies. The literature indicates that several constraints may contribute to this lack of involvement, including a lack of preparation, varied expectations, and ambiguous definitions. The purpose of this study was to gain an understanding of the perspectives of elementary-school-based SLPs. Three SLPs were interviewed in a semi-structured format, and the data from the interviews was examined using qualitative analysis. The findings indicated that SLPs acknowledge the importance of literacy and believe it is within their scope of practice to address literacy components. They had varied ways of describing their roles, which depended on how roles were delineated in their settings. The participants also noted constraints to their involvement in literacy, notably logistical difficulties related to time and workload, as well as a lack of confidence in literacy due to limited experience and training.
","abstract_html":"<p>This study explores elementary-school-based speech-language pathologists’ (SLPs) perspectives about implementing literacy. Though the American Speech-Language-Hearing Association (ASHA) standards specify literacy is within their scope of practice, many school-based SLPs may not be addressing reading and writing competencies. The literature indicates that several constraints may contribute to this lack of involvement, including a lack of preparation, varied expectations, and ambiguous definitions. The purpose of this study was to gain an understanding of the perspectives of elementary-school-based SLPs. Three SLPs were interviewed in a semi-structured format, and the data from the interviews was examined using qualitative analysis. The findings indicated that SLPs acknowledge the importance of literacy and believe it is within their scope of practice to address literacy components. They had varied ways of describing their roles, which depended on how roles were delineated in their settings. The participants also noted constraints to their involvement in literacy, notably logistical difficulties related to time and workload, as well as a lack of confidence in literacy due to limited experience and training.</p>","abstract_has_math":false,"creators":["Kadian, Samantha"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Special Education and Communication Sciences and Disorders","degree_department":null,"school":null,"contributors":["Leslie Blome, Ed.D., CCC-SLP","Sarah Ginsberg, Ed.D., CCC-SLP","Kelcy Rolak, M.A., CCC-SLP"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:53Z","subjects":["intervention","language","literacy","perspectives","roles","school-based speech-language pathologists","Communication Sciences and Disorders","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1303","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Leslie Blome, Ed.D., CCC-SLP","Sarah Ginsberg, Ed.D., CCC-SLP","Kelcy Rolak, M.A., CCC-SLP"]},{"key":"dc:creator","label":"Author","values":["Kadian, Samantha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education and Communication Sciences and Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["intervention","language","literacy","perspectives","roles","school-based speech-language pathologists","Communication Sciences and Disorders","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1303"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores elementary-school-based speech-language pathologists’ (SLPs) perspectives about implementing literacy. Though the American Speech-Language-Hearing Association (ASHA) standards specify literacy is within their scope of practice, many school-based SLPs may not be addressing reading and writing competencies. The literature indicates that several constraints may contribute to this lack of involvement, including a lack of preparation, varied expectations, and ambiguous definitions. The purpose of this study was to gain an understanding of the perspectives of elementary-school-based SLPs. Three SLPs were interviewed in a semi-structured format, and the data from the interviews was examined using qualitative analysis. The findings indicated that SLPs acknowledge the importance of literacy and believe it is within their scope of practice to address literacy components. They had varied ways of describing their roles, which depended on how roles were delineated in their settings. The participants also noted constraints to their involvement in literacy, notably logistical difficulties related to time and workload, as well as a lack of confidence in literacy due to limited experience and training.
"]},{"key":"dc:title","label":"Title","values":["Elementary-school-based speech-language pathologists’ perspectives on implementing literacy"]}]}],"canonical_facts":{"dc:contributor":["Leslie Blome, Ed.D., CCC-SLP","Sarah Ginsberg, Ed.D., CCC-SLP","Kelcy Rolak, M.A., CCC-SLP"],"dc:creator":["Kadian, Samantha"],"dc:date.available":["2025-06-13T07:00:00Z"],"dc:description.abstract":["This study explores elementary-school-based speech-language pathologists’ (SLPs) perspectives about implementing literacy. Though the American Speech-Language-Hearing Association (ASHA) standards specify literacy is within their scope of practice, many school-based SLPs may not be addressing reading and writing competencies. The literature indicates that several constraints may contribute to this lack of involvement, including a lack of preparation, varied expectations, and ambiguous definitions. The purpose of this study was to gain an understanding of the perspectives of elementary-school-based SLPs. Three SLPs were interviewed in a semi-structured format, and the data from the interviews was examined using qualitative analysis. The findings indicated that SLPs acknowledge the importance of literacy and believe it is within their scope of practice to address literacy components. They had varied ways of describing their roles, which depended on how roles were delineated in their settings. The participants also noted constraints to their involvement in literacy, notably logistical difficulties related to time and workload, as well as a lack of confidence in literacy due to limited experience and training.
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